Policy-practice gap in participation of students with disabilities in Ethiopia's formal vocational education programme
In Ethiopia, individuals with disabilities have limited access to educational and vocational training opportunities due to environmental, attitudinal and institutional barriers. The overarching purpose of the study was to investigate the status of inclusiveness of relevant policy and legal instruments of the study countries and their practicality in vocational education programmes. The specific aims of the study were to: explore the extent to which the issue of special educational and training needs for persons with disabilities is addressed in the education and training policy of Ethiopia, specifically focusing on technical and vocational education and training (TVET); investigate prevailing challenges and opportunities in relation to the participation of students with disabilities in vocational education programmes in Ethiopia and, finally, to examine the status of inclusiveness of the education and training policy of Ethiopia compared with the situations of Kenya and Tanzania, focusing particularly on vocational education. The study data were gathered from the selected national as well as regiona l TVET institutions, ministries of education, TVET agencies/authorities and other government organisations and DPOs of the study countries. The data collection tools comprised: focus group discussions; interviews; questionnaires; systematic observations and document analysis. A total of 110 trainers and 28 students with disabilities from the selected colleges completed the questionnaires. Forty representatives and leaders of DPOs and selected indigenous NGOs working on the issue of disability participated in four focus group discussions held in the study countries. In addition, 30 regional and college-level administrators and 29 high- profile experts and government representatives of the study countries were interviewed. A total of 10 colleges selected from five big regions of Ethiopia were evaluated through direct observation in terms of the accessibility of their physical environments. Document analysis was conducted on the contents of the relevant policy, legal and implementation instruments to determine their inclusivity status. The findings revealed that the issue of disability has not been sufficiently addressed in relation to issues of strategy, prioritisation and implementation due to the lack of appropriate facilitation and skilled human power. ...
PublisherUniversity of Jyväskylä
technical and vacational education and training (TVET) policy development and analysis persons with disabilities inclusion Kenya and Tanzania Ethiopia ammatillinen koulutus ammatillinen erityisopetus koulutusmahdollisuudet vammaiset vammaisuus toimintarajoitteet inkluusio koulutuspolitiikka teknilliset oppilaitokset Etiopia Kenia Tansania
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Policy-practice gap in participation of students with disabilities in the education and training programme of Ethiopia: policy content analysis Malle, Abebe Yehualawork; Pirttimaa, Raija; Saloviita, Timo (Wiley-Blackwell Publishing Ltd.; National Association for Special Educational Needs, 2015)This study explores the extent to which the issue of special educational and training needs for persons with disabilities is addressed in the education and training policy of Ethiopia, with a specific focus on technical ...
Malle, Abebe Yehualawork; Pirttimaa, Raija; Saloviita, Timo (International Journal of Special Education, 2015)In Ethiopia, individuals with disabilities have limited access to educational and vocational training opportunities. This study investigates prevailing challenges and opportunities for the participation of students with ...
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